Esta dissertação de mestrado apresenta um banco de figuras e palavras. O banco objetiva servir para a aumentar a validade e precisão dos instrumentos de avaliação, bem como a eficácia dos materiais instrucionais para desenvolvimento de linguagem. Este banco contém 971 entradas lexicais. Cada entrada contém uma figura e seu correspondente nome escrito. A figura é analisada em termos de grau de univocidade (grau de concordância na nomeação). O nome da figura é analisado separadamente em três formas: palavra escrita visível, palavra falada audível, e palavra falada visível (lida orofacialmente). Palavras escritas visíveis são compostas de grafemas. São analisadas em termos de seu grau de familiaridade e reconhecibilidade (grau em que pode ser lida via rota lexical) e decodificabilidade (grau em que pode ser lida pela rota perilexical ou fonológica). Palavras ouvidas audíveis são compostas de fonemas. São analisadas em termos do grau de cifrabilidade (grau de facilidade com que podem ser escritas via rota perilexical). Palavras faladas vistas são compostas de fanerolaliemas. São analisadas em termos do grau de legibilidade orofacial (grau em que podem ser compreendidas apenas pela visão), audibilizabilidade (grau em que a imagem auditiva dos fonemas pode ser evocada por fanerolaliemas durante a leitura orofacial visual), e cifrabilidade (grau de facilidade com que podem ser escritas via rota perilexical). O banco é composto de 971 entradas lexicais, cada qual composta de uma figura (à esquerda) e de vários dados pertinentes ao seu nome correspondente (à direita). O lado direito da entrada é composto de seis campos. O Campo 1 fornece o o nome da figura escrito em dois alfabetos: alfabeto romano e alfabeto fonético internacional. Ele também fornece a categoria semântica à qual pertence a palavra. O Campo 2 fornece o número da figura (para indexar todas as 971 figuras do banco). O Campo 3 fornece a univocidade da figura numa escala de 0-100 pontos separadamente para crianças de 2, 3, 4, 5, 6 7-10 anos de idade, bem como para adultos. O Campo 4 fornece a palavra escrita visível tal como analisada em termos de seu grau de familiaridade ou reconhecibilidade (grau em que pode ser lida via rota lexical) numa escala de 1-9 pontos, separadamente para crianças de 5º ano, 4º ano, 3º ano, 2º ano, e 1º ano. Nessa escala, 5 corresponde à média, 6 a 1 erro-padrão (EP) acima da média, 7 a 2 EP acima da média e assim por diante até 9; ao passo que 4 corresponde 1 EP abaixo da média, 3 a 2 EP abaixo da média, e assim por diante até 1. O Campo 5 é composto de quatro linhas, cada qual dividida em quatro colunas. A Linha 1 fornece o grau de decifrabilidade (grau com que pode ser lida pela rota perilexical) da palavra escrita visível, numa escala de 0-1. A Linha 2 fornece o grau de cifrabilidade da palavra ouvida (grau com que pode ser escrita pela rota perilexical), numa escala de 0-1. A Linha 3 fornece o grau de audibilizabilidade da palavra falada lida orofacialmente (grau com que sequência de fanerolaliemas pode ser convertida em sequência de fonemas), numa escala de 0-1. A Linha 3 fornece o grau de cifrabilidade da palavra falada lida orofacialmente (grau com que sequência de fanerolaliemas pode ser convertida em sequência de grafemas), numa escala de 0-1. Cada palavra é dividida em suas colunas. cada coluna fornece os dados referentes à linha em questão em uma de quatro formas diferentes. Nas Colunas 1 e 2, dados consistem na média das razões independente da incidência. Nas Colunas 3 e 4, dados consistem na média das razões ponderada por incidência diferencial. Nas Colunas 1 e 3 os dados consistem na média das razões independentemente da tonicidade da fala (seja ouvida ou vista) na pronúncia. Nas Colunas 2 e 4, os dados consistem na média das razões ponderada pela tonicidade diferencial da fala (seja ouvida ou vista) na pronúncia. Por exemplo, a Linha 1 fornece o grau de decifrabilidade grafema-fonema da palavra escrita visível. Na Coluna 1 decoficabilidade é calculada como mera média de razões independente da incidência ou tonicidade. Na Coluna 2 decodificabilidade é calculada como média das razões independente da incidência mas ponderasa pela tonicidade. Na Coluna 3 decodificabilidade é calculada como média de razões ponderadas em termos de incidência mas independente de tonicidade. Na Coluna 4 decodificabilidade é calculada como média de razões ponderadas em termos de incidência e de tonicidade. O Campo 6 fornece o grau de legibilidade orofacial da fala vista, numa escala de 0-1. O grau de legibilidade orofacial é apresentado em quatro formas. Nas Colunas 1 e 2 ela se encontra calculada segundo o modelo Dória; nas Colunas 3 e 4 ela se encontra calculada segundo o modelo Fonético-Articulatório. Nas Colunas 1 e 3 ela é calculada independentemente da tonicidade da pronúncia; nas Colunas 2 e 4 ela é calculada de modo ponderado pela tonicidade diferencial da pronúncia / This master\'s thesis presents a new sourcebook aimed at increasing the validity and precision of language assessment tools, as well as the efficacy of instructional materials for language development. The sourcebook contains 971 lexical entries. Each entry contains a picture and its corresponding written name. The picture is analyzed in terms of its degree of univocity (i.e., picture naming agreement). The picture name is analyzed separately in three forms: visual written word, auditory spoken word, and visual spoken word (i.e., speechreading). Visual written word is made of graphemes. It is analyzed in terms of its degree of both: familiarity or recognizability (i.e., the degree to which it is suitable to be read via lexical reading route) and decodibility (i.e., the degree to which it is suitable to be read via perilexical reading route). Auditory spoken word is made of phonemes. It is analyzed in terms of its degree of encodibility (i.e., the degree to which it may be suitable for writing or spelling via perilexical spelling route). Visual spoken word is made of visemes. It is analyzed in terms of its degree of: speechreadability (i.e., the degree to which it may be understood via visual speechreading), audibilizability (i.e., the degree to which the auditory imagery of phonemes can be evoked by mouthshapes or visemes during speechreading), and encodibility (i.e., the degree to which it is suitable to be written or spelled correctly via perilexical route). The sourcebook is made of 971 lexical entries. Each entry is made of a picture (on the left) and several data pertaining to its corresponding name (on the right). The right side of the entry is made of six areas. The first area provides the picture name as it is written in both alphabets: the Roman alphabet (orthographic form) and the International Phonetic Alphabet. It also provides the semantic category to which the word belongs. The second area provides the picture number (for indexing all the 971 pictures of the sourcebook). The third area provides the picture univocity in a 0-100 scale for children aged: 2 years, 3 years, 4 years, 5 years, 6 years, 7 to 10 years, as well as for adults. The fourth area provides the visual written word as it is analyzed in terms of its degree of familiarity or recognizability (i.e., the degree to which the written word is suitable to be read via lexical reading route) in a 1-9 point scale, for children from 5th grade, 4th grade, 3rd grade, 2nd grade, and 1st grade. In such a scale, 5 corresponds to the mean, 6 is the mean plus 1 standard error, 7 is the mean plus 2 standard errors and so forth until 9, whereas 4 corresponds to the mean minus 1 standard error, 3 corresponds to the mean minus 2 standard errors and so forth until 1, which corresponds to the mean minus 4 standar erros. The fifth area is made of four lines. Each line is divided into four columns. The first line provides the visual written word degree of decodibility (i.e., the degree to which it is suitable to be read via perilexical reading route) in a 0-1 scale. The second line provides the auditory spoken word degree of encodibility (i.e., the degree to which it may be suitable for writing or spelling via perilexical spelling route) in a 0-1 scale. The third line provides the visual spoken word degree of audibilizability (i.e., the degree to which the auditory imagery of phonemes can be evoked by mouthshapes or visemes during speechreading) in a 0-1 scale. The fouth line provides the visual spoken word degree of encodibility (i.e., the degree to which it is suitable to be written or spelled correctly via perilexical route) in a 0-1 scale. Each line is divided into four columns. Each column presents the data pertaining to the line in question in 1 of 4 different forms. In the first and second columns the data consist of the mean of the ratios regardless of incidence. In the third and fourth columns the data consist of the mean of the ratios weighted by differencial incidence. In the first and third columns the data consist of the mean of the ratios regardless of tonicity of speech (either auditory or visual) in pronunciation. In the second and fourth columns the data consist of the mean of the ratios weighted by differencial tonicity of speech (either auditory or visual) in pronunciation. For instance the first line provides the visual written word degree of decodibility (i.e., grapheme to phoneme decoding). In the first column decodibility is calculated as a mere mean of the ratios regardless of either incidence or tonicity. In the second column decodibility is calculated as a mean of the ratios regardless of incidence but weighted in terms of tonicity. In the third column decodibility is calculated as a mean of the ratios weighted in terms of incidence but regardless of tonicity. In the fourth column it is calculated as a mean of the ratios weighted in terms of both incidence and tonicity. The sixth area provides the visual spoken word degree of speechreadability (i.e., the degree to which it may be understood via visual speechreading) in a 0-1 scale. The speechreadability is presented in 1 of 4 different forms. In the first and second columns, the speechreadability is calculated according to Doria\'s model. In the third and fourth columns it is calculated according to a phonetic model. In the first column and third columns it is calculated regardless of tonicity in pronunciation. In the second and fourth columns it is calculated in a way that is weighted by the differencial tonicity in pronunciation

Three experiments examined normal-hearing and cochlear-implant listeners' abilities to perceive and use talker-specific information in the speech signal. In Experiment 1 voice similarity judgments were gathered from normal-hearing listeners to maximize variability across talkers used in Experiment 2. These judgments were submitted to a multidimensional scaling (MDS) analysis; this solution was used to select the talkers of Experiment 2. Experiment 2 was an approximate replication of Nygaard and Pisoni's (1998) work. In this study cochlear-implant and normal-hearing listeners were trained to recognize 6 different voices. The cochlear-implant users recognized the voices with 59.31% accuracy and the normal-hearing listeners achieved 92.64% accuracy. After training the listeners completed a sentence recognition task in noise. In the task 6 familiar talkers spoken half of the sentences and 6 novel talkers spoke the other half. It was predicted that sentences spoken by the familiar talkers would be more accurately perceived than those spoken by the novel talkers. However, there was no difference in accuracy, nor was there a difference in performance across the groups of listeners. The factors contributing to these null results were discussed at length. Experiment 3 gathered voice similarity judgments from the normal-hearing and cochlear-implant listeners of Experiment 2. These data were submitted to both classical and weighted MDS analyses. The voice maps showed notable differences in the perceptual spaces of the two groups of listeners. The participant space yielded from the weighted MDS showed great variation across all of the participants' judgments, but no clear trend supporting the listeners' group membership. In conclusion, despite listening via a constrained, electric signal, the cochlear-implant users were trained to recognize voices with notable accuracy (as were the normal-hearing listeners). Nevertheless, Experiment 2 failed to provide insight into talker familiarity's effect on the sentence recognition skills of cochlear-implant and normal-hearing listeners. These results are contrary to research with normal-hearing listeners that suggests talker familiarity facilitates speech processing in noise. The present studies did show, though, that cochlear-implant users appear to perceive and use talker-specific information differently than normal-hearing listeners.

The Dunning-Kruger Effect is a metacognitive phenomenon in which individuals who perform poorly on a task believe they performed well, whereas individuals who performed very well believe their performance was only average. To date, this effect has only been investigated in the context of performance on mathematical, logical, or lexical tasks, but has yet to be explored for its generalizability in episodic memory task performance. We used a novel method to elicit the Dunning-Kruger Effect via a memory test of item and source recognition confidence. Participants studied 4 lists of words and were asked to make a simple decision about the words (source memory, i.e. Is it manmade? Is it alive?). They were later tested on their episodic memory and source memory for the words using a five-point recognition confidence scale, while electroencephalography (EEG) was recorded. After the test, participants were asked to estimate the percentile in which they performed compared to other students. Participants were separated into four quartiles based on their performance accuracy. Results showed that participants in all four groups estimated the same percentile for their performance. Participants in the bottom 25th percentile overestimated their percentile the most, while participants in the top 75th percentile slightly under-estimated their percentile, exhibiting the DKE and extending its phenomenon into studies of episodic memory. Groups were then re-categorized into participants that over-estimated, correctly estimated, and under-estimated their percentile estimate. Over-estimators responded significantly faster than under-estimators when estimating themselves as in the top percentile and they responded slower when evaluating themselves as in the bottom percentile. EEG first revealed generic scalp-wide differences within-subjects for all memory judgments as compared to all self-estimates of metacognition, indicating an effective sensitivity to task differences. More specific differences in late parietal sites were evident between high percentile estimates and low percentile estimates. Between-group differences were evident between over-estimators and under-estimators when collapsing across all Dunning-Kruger responses, which revealed a larger late parietal component (LPC) associated with recollection-based processing in under-estimators compared to those of over-estimators when assessing their memory judgements. These findings suggest that over- and under-estimators use differing cognitive strategies when assessing their performance and that under-estimators use less recollection when remembering episodic items, thereby revealing that episodic memory processes are playing a contributory role in the metacognitive judgments of illusory superiority that are characterized by the Dunning-Kruger Effect.

Cette thèse a pour objectif d’interroger l’expérience d’Alain Robbe-Grillet. Il s’agit de mettre en relief le monde imaginaire du Nouveau Romancier, principalement les différents rapports qui se tissent entre la littérature et la perception. La façon dont ce que ressent l’écrivain intègre l’imaginaire littéraire est au centre de cette recherche. Les rapports de l’écrivain au monde, sollicitent différents registres sensitifs. Ses personnages manifestent sans cesse des perceptions visuelles, auditives, gustatives, olfactives et tactiles, qui alimentent leur imaginaire et mettent au devant de la scène ce qu’ils éprouvent. Mais chaque réalité, aussi familière soit-elle, est vécue et ressentie de manière étrange. L’étrangeté est au coeur des réalités, des motifs spatiaux, temporels et plus largement culturels, à la fois identifiables et méconnaissables. Dominée par de multiples métamorphoses perceptives, l’écriture n’échappe pas à l’ambigüité qui finit par devenir la norme. À vrai dire, telle est la condition de l’être. Le romancier exploite aussi la création littéraire pour dire la singularité du personnage. Les animaux sont objets d’expériences vécues et traduisent la subversion de l’être sous des formes diverses. De ce fait, le personnage est confiné dans l’isolement, où il vit sa liberté et considère comme vérité ce qu’il ressent. Ses vêtements, son corps, son nom… fragilisent l’identité et érotisent une écriture sous l’emprise de la subjectivité. / This thesis questions Alain Robbe-Grillet’s concept of experience. The idea is to underline the imaginary world of the Nouveau Romancier, mainly the different relationships that are developing between literature and perception. The way sensation embeds literary imagination is central to this research. The writer’s perceptions of the world calls for several sensory dimensions. Robbe-Grillet’s characters are always experiencing visual, auditory, gustatory, olfactory and tactile perceptions, which feed their imagination and emphasis what they feel. But each reality, as familiar as it can be, is lived and felt in a strange way. Strangeness is at the centre of realities, spatial and temporal motives and more widely cultural motives, which are identifying and unrecognizing at the same time. As it is overcome by several perceptual metamorphoses, writing itself cannot escape its ambiguity, which’s becoming its norm. So is the condition of the being. The writer also exploits literary creation to depict the singularity of characters. Animals are objects of lived experiences and represent the subversion of the being through different shapes. Consequently, the character is confined to isolation, where he experiences his freedom and considers what he feels as the truth. His clothes, his body, his name weaken his identity and eroticise the writing due under influence of subjectivity.

The main purpose of this study was to compare the strategies used by Chinese- speaking students when confronted with familiar versus unfamiliar topics in a multiple-choice format reading comprehension test. The focus was on describing what students do when they are taking reading comprehension tests by asking students to verbalize their thoughts. The strategies were further compared with participants' level of familiarity with different reading topics and their reading scores. Twenty Chinese-speaking participants at the University of Iowa performed three tasks: a topical knowledge vocabulary assessment that served as an indicator of each participant's topical knowledge about the four selected content areas in this study (law, business, language teaching, and engineering); two Test of English as a Foreign Language (TOEFL) internet-based test (iBT) practice reading comprehension passages, one with a familiar topic and the other with an unfamiliar topic, and both with retrospective think-aloud protocols; and an interview related to participants' test-taking strategies. Two stages of analysis, qualitative and quantitative, were undertaken in this study. For the qualitative analysis, all verbal reports provided by participants in the think-aloud protocols and the interviews were recorded and transcribed. Six categories of strategies emerged: general approaches to reading the passages, identification of important information by the discourse structure of the passages, vocabulary/sentence-in-context approaches, multiple-choice test-management strategies, test-wiseness, and background knowledge. For the quantitative analysis, an analysis of variance (ANOVA) with repeated measures was completed to determine if there were significant differences based on the frequency of strategy use and level of topic familiarity. The results showed that the types of test-taking strategies adopted by Chinese-speaking graduate students remained similar when they read passages with familiar versus unfamiliar topics. However, participants all reported feeling more relief and more confidence when reading passages related to their background knowledge. The second ANOVA employed a split-plot statistical design to examine whether there were significant differences based on participants' strategy use and their reading scores as measured by the iBT reading comprehension tests. High scorers employed strategies in categories one, two, three, and four significantly more frequently than low scorers. However, low scorers adopted significantly more strategies in category five than high scorers. In category six, high and low scorers seemed to use a similar number of strategies. Findings that emerged from the two perspectives are discussed; implications related to test-taking and reading pedagogy are provided in the conclusion.

<p>In this thesis lateralization of olfactory functions was investigated by both behavioral and electrophysiological assessment, the latter with the olfactory event-related potential (OERP) technique. The olfactory sense is primarily ipsilateral in that a stimulus that is presented to one nostril is initially processed in the same hemisphere. This makes it possible to observe differences between stimulated nostrils as an indication of hemispheric difference. Study I explored differences in olfactory cognitive functions with respect to side of rhinal stimulation and demonstrated that familiarity ratings are higher at right- compared to left-nostril stimulation. No differences were found in episodic recognition memory or free identification, possibly reflecting inter-hemispheric interactions in higher cognitive functions. Effects of repetition priming were present in odor identification and tended to be more pronounced when tested via left nostril. Study II further investigated the effect of previous exposure in odor identification by a different experimental set-up, and demonstrated effects of repetition priming when tested via left- but not right-nostril stimulation. This finding indicates the importance of reconsidering possible sequential effects in olfactory research. Study III examined methodological aspects of an OERP protocol with respect to stimulus duration, which was used in Study IV. No differences in amplitudes or latencies where found between the stimulus durations of 150, 200 and 250 ms, suggesting the commonly used duration of 200 ms in a standard protocol. Study IV investigated laterality effects in OERPs with respect to side of stimulation and electrode site. The results showed consistent amplitudes and latencies regardless of rhinal side of stimulation. Larger amplitudes were demonstrated on left hemisphere and midline compared to right hemisphere, possibly explained by smaller N1/P2 amplitudes at the right-hemisphere sites at left-nostril stimulation. Apart from a proposed OERP protocol, the findings support the notions of a right-hemisphere predominance in processes related to olfactory perception and indicate, in accordance with other findings, a left-side advantage in conceptual repetition priming.</p>

A number of countries including Sweden have developed children’s helplines as free and anonymous counseling services for children and youth. The aim of this study was to deepen knowledge about how the problems of children and youth are represented and constructed in Sweden’s BRIS (Children’s Rights in Society) Children’s Helpline, telephone support between the years 1996 and 1998. The work was social constructivistic, examining how helpline responders understand and interpret information received during support calls. The concept of “the concern” is highlighted as a point of study of problem constructions within micro-counselling. The empirical material consisted primarily of interviews with persons who worked at BRIS either as employed ombudspersons or as volunteer telephone responders. Eleven ombudspersons replied to questions about the Children’s Helpline and how support services are organized. Thirty eight interviews were carried out with helpline responders at two separate occasions during the study period. Fifteen of these interviews provided material for an in depth investigation of responders preconceptions of children and youth’s everyday life, as well as the themes of gender, problematic relationships and assault as well as the strategies that responders used in their supportive calls. Statistical information was collected from BRIS reports. Fifteen completed questionnaires from support calls were included in this study. Analytical processes resulted in the development of the two theoretical concepts of familiarity and micro-understanding. General representations of children and youth situations are put forth via descriptions of misery. The responders’ concepts of children’s everyday life appear fragmentary because of the limited information available about the caller. Gender issues are constructed around questions of feminity and sexuality. The theme of assault contains calls from both girls and boys. Boys’ calls about assault are constructed around bullying and physical assault. Girls’ call are also constructed around violence but also include sexual abuse and molestation. This study contributes to the growing field of knowledge about the problem images of children and youth that emanate from support calls made to telephone helplines.

In this thesis lateralization of olfactory functions was investigated by both behavioral and electrophysiological assessment, the latter with the olfactory event-related potential (OERP) technique. The olfactory sense is primarily ipsilateral in that a stimulus that is presented to one nostril is initially processed in the same hemisphere. This makes it possible to observe differences between stimulated nostrils as an indication of hemispheric difference. Study I explored differences in olfactory cognitive functions with respect to side of rhinal stimulation and demonstrated that familiarity ratings are higher at right- compared to left-nostril stimulation. No differences were found in episodic recognition memory or free identification, possibly reflecting inter-hemispheric interactions in higher cognitive functions. Effects of repetition priming were present in odor identification and tended to be more pronounced when tested via left nostril. Study II further investigated the effect of previous exposure in odor identification by a different experimental set-up, and demonstrated effects of repetition priming when tested via left- but not right-nostril stimulation. This finding indicates the importance of reconsidering possible sequential effects in olfactory research. Study III examined methodological aspects of an OERP protocol with respect to stimulus duration, which was used in Study IV. No differences in amplitudes or latencies where found between the stimulus durations of 150, 200 and 250 ms, suggesting the commonly used duration of 200 ms in a standard protocol. Study IV investigated laterality effects in OERPs with respect to side of stimulation and electrode site. The results showed consistent amplitudes and latencies regardless of rhinal side of stimulation. Larger amplitudes were demonstrated on left hemisphere and midline compared to right hemisphere, possibly explained by smaller N1/P2 amplitudes at the right-hemisphere sites at left-nostril stimulation. Apart from a proposed OERP protocol, the findings support the notions of a right-hemisphere predominance in processes related to olfactory perception and indicate, in accordance with other findings, a left-side advantage in conceptual repetition priming.

Abstract It is well known that geographical distances between nations cause differences in cul-tural resemblances as well as affinity. Defined, affinity is inheriting similarities between nations in familiarity, language and mutual understanding. It cause variations in the uni-lateral trade volume flowing towards the destination countries and can be estimated by a traditional gravity model (GM). So far Swedish affinity towards Czech Republic (CZ) has remained unexplored. Hence, this paper investigates Swedish firm´s export perfor-mance and affinity towards CZ, both through the aggregate export and the extensive margin (average number of exporters). The investigation aims to seek clarification of what particular factors influence unilateral export towards CZ as well as stronger affini-ty in contrast to similar markets. To answer those questions, a one sided GM is re-gressed on two gravity equations, covering panel data for 177 destination countries from year 1997 to 2006. Results are in line with the expected behavior of the GM and show evidently; distance as well as land lock features have negative effects on unilateral ex-ports to CZ. Additionally, evidence of positive influence on unilateral export is found for GDP and familiarity to the nation. Both regressions for the gravity equations are showing high goodness of fit for the panel data. Findings of positive residuals in both the equations conclude that Swedish export have stronger affinity to CZ and solider country characteristics than its resembling countries Slovenia and Slovakia. However, positive residuals also indicate larger export flows to CZ than motivated by the tradi-tional GM coefficients. Various explanations are suggested as origins for those, such as differences in purchasing power and regions, were Prague was found to be the most suitable option for export and other regions rather for outsourcing possibilities.

The aim of this study was to find if manipulating fluency, that is, the ease of processing, could affect confidence ratings about whether an event occurred in the respondents&rsquo / past. To test the familiarity misattribution hypothesis, which states that familiarity caused by fluent processing can be misattributed to past experience if the source of fluency cannot be identified, two methods were used: a revelation task, which was anagram solving and repetition priming. In the revelation task the familiarity misattribution hypothesis and the activation based hypothesis were tested by presenting one of the words in each one of the Life Event Inventory (LEI) items as an anagram or an unrelated anagram before the LEI, respectively. Higher confidence ratings for LEIs with an anagram compared to LEIs without anagrams would indicate that a revelation effect. A revelation effect was not observed for either condition. Therefore, the previous findings of revelation effect for autobiographical memories (Bernstein et al., 2002) could not be replicated when Turkish counterparts of LEI and anagrams were used. In the repetition priming experiments, the participants&rsquo / awareness of the source of fluency was manipulated by presenting either a subliminal or a supraliminal prime before they responded to a LEI item. The prime was either the same as the verb of the LEI sentence, or a different verb. Participants gave higher confidence ratings if subliminal primes were identical to, rather than different from, the verb of the sentence. If the participants were aware of seeing the primes, this difference disappeared. These results were consistent with the familiarity misattribution hypothesis.